Cognitive:Students will have greater self-knowledge and self-awareness.
Affective:Students will recognize and appreciate the need for self-knowledge and self-awareness and begin to monitor their thoughts and attitudes.
Behavioral:Students will handle negative or disappointing situations in a more positive way, beginning with a change in attitude from negative to positive.
Class Session 1:
Explain that this chapter emphasizes getting to know who they are by becoming attentive to how they think about themselves, various situations, and others. It has sections on their past, present, and future influences. Mention to students that they should do the exercise in the section "Who I am today" tonight at home:
Who I am today
Pass your hand over your forehead and wipe it clean, so that you are looking at the surroundings you have created for yourself with fresh eyes; or pretend you are a friend entering your room, looking into your storage or locker space, looking at your sleeping area, or your desk or closet for the first time.
Ask students to note, either mentally or in a journal, something new they learned about themselves through observation of their surroundings. This will give them some clue as to who they are today.
Mention to them that they should do a brief interview of their parents tonight. Have them ask their parents where and how they met, what they liked about one another, what led them to the decision to marry, what the first years of their marriage were like, and how their parents reacted to the marriage—what they liked or disliked about the new partner. This will give them some idea as to where they come from.
As to where they are going, have them do the Reflection Exercise: "Treasure Map" from their student books:
Reflection Exercise: "Treasure Map"
Close your eyes and ask: "What is my buried treasure? In other words, what are the potential qualities that lie hidden within me?" Using some kind of imagery, think of your buried treasure.
Draw a picture of your buried treasure. Then draw a map with a path leading to the treasure. The path represents your life. Show the obstacles (blocks, hindrances) and the helpers (people resources, assistance) you have come across along the way. You may draw these as rocks, bridges, or people, if you wish.
Have a conversation with the obstacles and then with the helpers. What do you talk about?
This is an excellent exercise for further exploring your hidden talents, abilities and desires. It can help you confront your limitations and make use of your resources to reach your goals.
Ask students also to do the exercise "You and the Mirror" at home tonight.
Exercise: “You and the Mirror” After reading this chapter, go to a mirror and look at yourself. Then, talk to yourself out loud. First, say three things you don’t like about yourself. Then, say three things that you do like about yourself. You probably will feel awkward doing this, but do it and note how you feel. The eyes are said to be a window to the soul or spirit. What do your eyes tell you about your spirit?
Mention that the way people think and the way they talk to themselves inside can affect the way they feel and act. This may be 1) the way they talk about themselves in their own minds—"Stupid! You dropped your pen again. They're all laughing at you." Or 2) it may be the way they talk about others in their own minds: "Look at him tripping over his own feet. He's such an idiot." Or 3) it may be about the self in relation to others: "She's so tall and beautiful and her hair is so wonderful—she would never be friends with someone like me."
Ask students what would be healthier, happier, more success-promoting thoughts than the above. (Suggestions: 1) "Oops! Dropped my pen. Guess I'm a little tired today. I studied hard and late." 2) "Poor guy, I hope he doesn't hurt himself." 3) "She's a lovely girl. Yet I'm a good person too. I don't have to be afraid of her. Even if she rejects me, it doesn't mean I'm not worthwhile."
Class Session 2:
Ask students to fill out the Questions for Reflection in their student books.
Questions for Reflection
1. What are your character strengths?
2. What are your character weaknesses?
3. Do you generally see other people in a good or bad light?
4. What makes you work harder?
6. How do you relate to your friends and family?
8. What were you thinking this morning when you woke up?
9. Think of yourself as being 30 years old. What kind of a person are you? What work do you do? What personal relationships do you have? Where do you live?
10. Overall, do you see yourself in a good or bad light?
Get students to play The Glad Game! Ask them what positive thoughts they could draw out of the following situations.
1. Someone ran a red light and hit your mother. Her arm is broken. There's no dinner on the table, the baby is crying, and your dad is yelling that this was a horrible thing to have happen. Your mother is worried about not being able to use her arm to work for a while. What is there to be glad about in this situation?
2. You got up early to study for a major test you have this afternoon (that you forgot to study for last night). Your little brother wakes up crying from a nightmare. Your mother calls out sleepily that she would like you to take care of him, since you are up. You don't dare tell her you haven't studied for your big test, even though if you don't study some now, you are sure you will flunk. What is there to be glad about in this situation?
3. You sprained your ankle a few weeks ago and your ankle still hurts. Still, basketball try-outs are here, and you want to try out for the team. You try your best, but you can't help holding back and going easy on your ankle. When you look at the bulletin board the next day, you see that you did not make the team. What is there to be glad about in this situation?
Cognitive: Students will have greater self-knowledge and self-awareness.
Affective: Students will recognize and appreciate the need for self-knowledge and self-awareness and begin to monitor their thoughts and attitudes.
Behavioral: Students will handle negative or disappointing situations in a more positive way, beginning with a change in attitude from negative to positive.
Class Session 1:
Explain that this chapter emphasizes getting to know who they are by becoming attentive to how they think about themselves, various situations, and others. It has sections on their past, present, and future influences. Mention to students that they should do the exercise in the section "Who I am today" tonight at home:
Who I am today
Pass your hand over your forehead and wipe it clean, so that you are looking at the surroundings you have created for yourself with fresh eyes; or pretend you are a friend entering your room, looking into your storage or locker space, looking at your sleeping area, or your desk or closet for the first time.
Ask students to note, either mentally or in a journal, something new they learned about themselves through observation of their surroundings. This will give them some clue as to who they are today.
Mention to them that they should do a brief interview of their parents tonight. Have them ask their parents where and how they met, what they liked about one another, what led them to the decision to marry, what the first years of their marriage were like, and how their parents reacted to the marriage—what they liked or disliked about the new partner. This will give them some idea as to where they come from.
As to where they are going, have them do the Reflection Exercise: "Treasure Map" from their student books:
Reflection Exercise: "Treasure Map"
Close your eyes and ask: "What is my buried treasure? In other words, what are the potential qualities that lie hidden within me?" Using some kind of imagery, think of your buried treasure.
Draw a picture of your buried treasure. Then draw a map with a path leading to the treasure. The path represents your life. Show the obstacles (blocks, hindrances) and the helpers (people resources, assistance) you have come across along the way. You may draw these as rocks, bridges, or people, if you wish.
Have a conversation with the obstacles and then with the helpers. What do you talk about?
This is an excellent exercise for further exploring your hidden talents, abilities and desires. It can help you confront your limitations and make use of your resources to reach your goals.
Ask students also to do the exercise "You and the Mirror" at home tonight.
Exercise: “You and the Mirror”
After reading this chapter, go to a mirror and look at yourself. Then, talk to yourself out loud. First, say three things you don’t like about yourself. Then, say three things that you do like about yourself. You probably will feel awkward doing this, but do it and note how you feel.
The eyes are said to be a window to the soul or spirit. What do your eyes tell you about your spirit?
Mention that the way people think and the way they talk to themselves inside can affect the way they feel and act. This may be 1) the way they talk about themselves in their own minds—"Stupid! You dropped your pen again. They're all laughing at you." Or 2) it may be the way they talk about others in their own minds: "Look at him tripping over his own feet. He's such an idiot." Or 3) it may be about the self in relation to others: "She's so tall and beautiful and her hair is so wonderful—she would never be friends with someone like me."
Ask students what would be healthier, happier, more success-promoting thoughts than the above. (Suggestions: 1) "Oops! Dropped my pen. Guess I'm a little tired today. I studied hard and late." 2) "Poor guy, I hope he doesn't hurt himself." 3) "She's a lovely girl. Yet I'm a good person too. I don't have to be afraid of her. Even if she rejects me, it doesn't mean I'm not worthwhile."
Class Session 2:
Ask students to fill out the Questions for Reflection in their student books.
Questions for Reflection
1. What are your character strengths?
2. What are your character weaknesses?
3. Do you generally see other people in a good or bad light?
4. What makes you work harder?
6. How do you relate to your friends and family?
8. What were you thinking this morning when you woke up?
9. Think of yourself as being 30 years old. What kind of a person are you? What work do you do? What personal relationships do you have? Where do you live?
10. Overall, do you see yourself in a good or bad light?
Get students to play The Glad Game! Ask them what positive thoughts they could draw out of the following situations.
1. Someone ran a red light and hit your mother. Her arm is broken. There's no dinner on the table, the baby is crying, and your dad is yelling that this was a horrible thing to have happen. Your mother is worried about not being able to use her arm to work for a while. What is there to be glad about in this situation?
2. You got up early to study for a major test you have this afternoon (that you forgot to study for last night). Your little brother wakes up crying from a nightmare. Your mother calls out sleepily that she would like you to take care of him, since you are up. You don't dare tell her you haven't studied for your big test, even though if you don't study some now, you are sure you will flunk. What is there to be glad about in this situation?
3. You sprained your ankle a few weeks ago and your ankle still hurts. Still, basketball try-outs are here, and you want to try out for the team. You try your best, but you can't help holding back and going easy on your ankle. When you look at the bulletin board the next day, you see that you did not make the team. What is there to be glad about in this situation?